Research On Optimization Strategies For Cooperative Learning In Elementary School Mathematics Groups

Group cooperation in teaching work is not a new development requirement put forward now,but has always existed and been verified by history as scientific and implementable,and has long been applied in specific teaching situations.Von Grases Field,a famous American constructivist,holds that students acquire knowledge by collaborating with others in specific situations,rather than passively acquiring it through teachers' teaching,emphasizing that students are the main body of learning cognition,while teachers only play a role in promoting and guiding Li Qilong.Von Grases Field and his Radical Constructivism [J].Basic Education,2016,013(005).Because of the huge cultural differences and different ideological systems between China and the West,European countries and other countries applied the relevant educational theories earlier,while our country knew this aspect later.Only after the Ministry of Education proposed the new curriculum improvement,did group cooperative learning enter the classroom of primary and secondary schools in an official and formal form.Compared with the traditional teaching methods in the past,this novel teaching method has greatly improved the teaching environment in the past,promoted the teaching strategies,and better adapted to the development direction and needs of the new era.The new curriculum reform puts forward requirements for the overall quality ability of elementary school mathematics classrooms.Among the appropriate quality and ability,the ability of unity and cooperation has attracted much attention.The teaching expansion of group cooperative learning is not only conducive to improving the teaching efficiency of mathematics classroom,but also conducive to training.However,in the actual teaching expansion,the teaching method of group cooperative learning is not as obvious as the theoretical effect,and it does not improve the quality of the classroom.ideal.The group cooperative learning model at each stage of elementary school mathematics is launched.It studies and reads relevant documents,comprehensively analyzes the current teaching establishment status,analyzes the problems and deficiencies in the classroom,and proposes optimization strategies to improve the current elementary school classroom group cooperative learning The development of teaching,improve teaching deficiencies,build efficient mathematics classrooms,and help students improve their overall quality.This article comprehensively analyzes the four aspects of understanding and interest,cooperation and teaching form,process and results,and teaching evaluation in the classroom research of the low,middle and high grades of elementary schools,aiming at the psychological characteristics of the current low,middle and high grade students.A specific analysis of the teaching expansion in the classroom found that the current teaching classrooms are widespread(1)serious formalism,and group cooperation is not well understood;(2)the cooperation process is perfunctory,and the quality of teaching cannot be tested;(3)the teacher is not correct In elementary school mathematics group cooperative learning,there are(1)the content selection of cooperative learning is not scientific enough;(2)the problem that students are not interested in cooperative learning.In response to the specific problems of group cooperative learning in the current classroom and teaching development,this article proposes(1)creating a relaxed teaching environment to increase students' interest in learning;(2)changing the concepts of teachers and students and identifying their respective positions;(3)Combination of autonomy and cooperation,truly joint group cooperation;(4)Reasonable selection of cooperative learning content to eliminate formalism;(5)Establish an effective evaluation mechanism to promote the long-term development of group cooperation to optimize the strategy of primary school math group cooperative learning.